Essentials Errata

The following list provides corrections to errors in Essentials. Some of these errors have already been corrected in later printings.
We are aware of other typographical errors that do not affect teaching the lessons. These have been or will be corrected in future printings as well.

We aim to have tremendous accuracy in our curriculum, while recognizing the potential for human error. If you find an error or just have a question, please feel free to contact us.

Essentials 2nd Edition (Volume 1: 2015/ Volume 2: 2017)

Teacher's Guide

Page

Lesson

Notes

183

3

Teacher script should say "The morpheme sym- is Greek for..."

208-209

4

Level C Spelling List 4 activities: invalid should not be included on this list. The spelling list included the adjective invalid, which is spelled the same but pronounced differently (stress on the second syllable). The noun invalid (stressed on the first syllable) has not been taught. If students do include this noun on their own, this is fine.

274

6

Level C Identifying Parts of Speech: the first phrase should be a competent sheriff

281

6

Level A Dictation: The suffix -est has not been taught. The following dictation phrases may be substituted for those in the Teacher's Guide:1. cleaner water 2. schools, ponds, and paths 3. toy cars, toy trains, and balls 4. the poor paintbrushes

Workbook

Page

Lesson

Notes

49

4

The phonogram board game may two phonograms that are not taught until Lesson 5: AI and AY. You may cross out these phonograms before, or change them to a single-letter A, I, or Y.

Essentials 1st Edition (2011)

Teacher's Manual

Page

Lesson

Notes

83

8

knight may be added to the list under Phonograms ending in GH

104

9

After teaching the Possessives section, you may note that singular nouns that hiss will add ’s, indicating that something is possessed by only one person or thing.
Boss’s, box’s (singular),
but boxes’ and bosses’ (plural).

120

11

Reading Words with OUGH - “noun” does not belong in this list. “Sought” could be added in its place.

132

11

"heros"/"heroes" - Of the two spellings of the plural of "hero," "heroes" is more common. The first printing used "heros," since it follows the plurals rules students have learned. The second printing substitutes the more common spelling. Students have learned the phonongram OE, but the word is irregular in how the plural is formed. If you choose to use "heroes," be sure to support students by cuing the OE phonogram. (Several other words ending in O form irregular plurals the same way: tomatoes, potatoes)

136

12

says

182

15

“m” is listed twice in the phonogram review. Substitute “n” for #20.

197

17

In the phonogram UI section, the text should read: "It is found in only ten base words. ...Read the four words listed in your workbook. These are some of the most common."
There are ten known base words that use the phonogram UI, not twelve. Some common UI words are not included on this page because they use spelling rules that have not yet been taught."Ruin" does not use the phonogram UI and should not be included in this list.

210

17

Dictation numbering should be 1-6. (also pp.223, 239)

232

19

apple: Say to Spell should say ăp pl

284

23

Spelling Rule 7: Y says long /ē/ only at the end of a multi-syllable word. (This is true for both base words like family and derivatives like simplicity. This rule limits when y can say /ē/; however, it does not limit what y can say in that position. Y can say another sound at the end of the word: /ī/ as in reply.)